Main Author: Jamilatul Muawanah Argumentative essay 2nd draft (Class B)

Editor: Nadia Enggar R.

English Should Not be an Optional Subject in Elementary School

According to First's English Proficiency Index (EPI), Indonesia ranks 51st out of 88
countries in 2018. From that data, Indonesia is included as one of the countries that score below
the regional average. Such fact, as a consequence, leaves people questioning the government's
concern regarding the issue. That is, whether it signifies the government's failure in English
language teaching or not. Michael Little (2017), the Director of the British Council, claims that
children should be introduced to foreign languages from an early age. He criticizes Indonesia’s
policy that regards English language as an optional course in the elementary school curriculum.
This policy has been stirring a debate even after 6 years since it was first ratified. In line with
Little's suggestion, I think Indonesia should put more attention towards the importance of English
language by making it as a compulsory subject in the elementary school.

Musliar Kasim (2013), the Vice Minister of Indonesian Ministry of Education and
Culture (MoEC), argues that the result of English subject in elementary schools is still far Commented [AW1]: redundant
Commented [AW2]: Inconsistent tense
from satisfaction. Despite that harsh reality, the decision to finally make English language
Commented [AW3]: WW, rephrase
as one of the optional subjects was made. Indonesia has implemented the outdated way in
teaching young learners a second language, which is by using didactic and socratic models
of teaching. Moreover, a lot of less competent teachers are often hired to teach this subject (Kasim, Commented [AW4]: Is this supposed to be the opposing
argument? This looks more like description of a certain
2013). As a result, many elementary students fail to learn English with the best and effective ways situation.

possible. In my perspective, the government made wrong moves for this matter, because the
answer to this problem would be to improve teaching quality in elementary schools instead. The
government can help improving English teaching value by conducting intense(intensive) and Commented [AW5]: ?

useful training and providing an appropriate syllabus for elementary level education. Other than
that, training the teachers to use multiple approaches could also be done. For instance, color and
visual aid can increase students’ interest and ability to memorize new words (Greene & Petty,
1967, as cited in Lestari, 2003). Therefore, the colorful and fun English books would also be Commented [AW6]: #

needed to motivate young learners in learning the second language.

 Musliar Kasim (2013) further asserts that the teaching of second language can distract
students’ focus on mastering the first language. The existence of English teaching is seen as a
threat that might weaken students’ proficiency in their native tongue, which then leads to the
degradation of Indonesian value and identity. This claim is pretty much inaccurate and misleading
for some reasons. In fact, learning a foreign language boosts students’ competence in their first
language (Merrit, 2013). They will become more aware of their mother language structures such
as the grammatical structure and conjugation. In addition, there is no proof that shows learning a
foreign language can decrease one’s nationalism. The government should not support this baseless
fear towards Western culture. Instead, they are supposed to encourage people to be more open-
minded and to acknowledge the importance of English language in the global world.
Another argument is the government does not want to burden public elementary schools,
especially in remote areas, to provide qualified English teachers. At first, it may seem to relieve
the schools’ burden, but the government actually needs to be more cautious because some serious
problems might arise because of this decision. First, the non-existence of firm foundation of
English language in the elementary school can be the reason why the English competency of senior
high graduates is quite low (Sadtono, 2007). Students’ motivation to learn is low because they
have already perceived English difficult since the beginning. Second, such decision would also
broaden the foreign language knowledge gap between the privileged and the poor. The privileged
would prefer sending their children to private schools that provide excellent English teaching,
while those from lower economic background could only access schools with less exposure to
English language. As a result, those children would fail to compete in the wider workforce later in
the future because of their lack of competence in English.
In summary, the decision of making the English language as an optional subject in
elementary school is better be reconsidered, for it does more harms than good. In this globalization
era, English language is (needed)essential as the strategy to survive in today’s competitive Commented [AW7]: ?

world. Therefore, English teaching had better be done in the earlier phase of education in order to
(prepare elementary students with the robust foundation of english language) give good
preparation for children before entering a secondary school. It is also the government’s Commented [AW8]: rephrase

responsibility to ensure the process of English learning to be successful by facilitating effective

teaching techniques and syllabus for young learners. Hence, (elementary English education
would not be considered as a failure anymore. Commented [AW9]: Rephrase.
References:

Anne Merritt. (2013). Why learn a foreign language? Benefits of bilingualism. Telegraph.
Retrieved from
http://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-
foreign-language-Benefits-of-bilingualism.html

English First. (2018). English proficiency index in Indonesia 2018. Ef.com. Retrieved from
https://www.ef.com/wwen/epi/regions/asia/indonesia/

Ghasemi, B., & Hashemi, M. (2011). Foreign language learning during childhood. Retrieved
from https://core.ac.uk/download/pdf/82715343.pdf

Lestari, L. A. (2003). Should English be a compulsory subject in the elementary schools.

Research Gate. Retrieved from
https://www.researchgate.net/publication/242619477_SHOULD_ENGLISH_BE_A_CO
MPULSORY_SUBJECT_IN_PRIMARY_SCHOOLS

Sadtono, E. (2007). A concise history of TEFL in Indonesia’. In Y. H. Choi. & B.

Spolsky (Eds.) English Education in Asia: History and Policies. Busan: ASIA TEFL,
pp. 205-234.

Zein, S. M. (2017). Elementary English education in Indonesia: policy developments,

current practices, and future prospects. Journal of English today, 33(1), 53-55.
https://www.researchgate.net/publication/306107932_Elementary_English_education_i
n_Indonesia_Policy_developments_current_practices_and_future_prospects Commented [AW10]: Indentation

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